Explaining the Unpredictable: The Development of Causal Theories of Mind in Deaf and Hearing Children

Abstract

Two studies of 100 children aged 3-12 years examined theory of mind (ToM) understanding via explanations and predictions in hearing preschoolers and ToM-delayed deaf children. Study 1's 75 children (31 deaf; 44 hearing) displayed an "explanation advantage," devising valid epistemic ToM explanations despite failing simpler forced-choice false-belief (FB) prediction tests. This novel discovery for deaf children extended to unexpectedly frequent cognitive ("think" or "know") explanations. Study 2 (with 25 additional deaf children; M = 9) showed that microgenetic FB explanation practice resulted in significant gains on FB prediction posttests that were absent in a non-ToM control group. Implications for (a) explanation's interconnection with conceptual development, (b) designing ToM interventions, and (c) teaching deaf and hearing children are discussed.

The relationship between theory of mind and sluggish cognitive tempo in school-age children with attention deficit and hyperactivity disorder

“…It is generally accepted that the theory of mind (ToM) represents a set of cognitive skills that make it possible to reason about cognitive (attributing knowledge, intentions, and beliefs) or affective (attributing emotions and desires) mental states (Mazza et al, 2014;O'Brien et al, 2011;Sebastian et al, 2012;Shamay-Tsoory et al, 2005. Previous research shows that ToM skills can develop steadily during adolescence and young adulthood, which is an important period for cognitive and socio-emotional development (Apperly et al, 2011;Frith & Frith, 2005;Fuhrmann et al, 2015;Peterson & Wellman, 2019;Vetter et al, 2013;Wellman et al, 2011). Children with more developed ToM generally have better communication skills, social relationships, and higher academic achievement (Fink et al, 2015;Imuta et al, 2016;Slaughter et al, 2015).…”

The relationship of counterfactual reasoning and false belief understanding: the role of prediction and explanation tasks

“…In any case, an explicit comparison of both versions -prediction and explanation -has generated interest concerning the extent to which prediction and explanation may follow different developmental paths (Bartsch, 1998). In general terms, research in this field shows that explanation precedes the prediction in the acquisition of mentalist capacities, showing an "explanation advantage" (see Peterson & Wellman, 2019). Prediction seems cognitively more demanding than explanation and the former might not be a measure of child social cognition as sensitive as the latter.…”